This paper explores the factors that affect students' evaluation of economic instruction using a sample of 1300 completed rating instruments at a comprehensive four-year mid-western public university. The study uses factor analysis to determine the validity and reliability of the evaluation instrument in assessing instructor or course effectiveness in principles of economics courses. Results show positive associations between student perception of teaching effectiveness, learning facilitation, effective communication, and clarity of course elements, and course evaluation and feedback. (Contains 3 tables.)